British and French colonial discourses on education for development in the interwar period

Walter Schicho

considered it to be
an essential element of ‘colonial interests and
control’. The above quoted example on
‘cleanliness’ is a good example of this discursive
strand.
Social evolution is closely bound to Western
education – thereisnoalternative to it from the colonial point of
view, but in promoting female education Guggisberg ignored that

upon yourself. Taking into consideration the flagrant
character and conduct of your elder children, and the almost certain risqué
[ sic ] of the younger ones being contaminated by their example, and that the evil
influence will thus be extended, we consider thereisnoalternative but your return with
those of your household who [are] under your control, to the Colony of New South Wales
…
Henry was informed that ‘the future support
afforded by this Society must depend on his immediate

train represents, since its locomotive pulls the train.
As thereisnoalternative represented in the image, it is the ideology
of capitalism that is seen to offer a better life, whether in colony or
Commonwealth. ‘Power is the business of English Electric . . .
bringing you a better life’ is the advertising slogan, which
summarises the arguments at the bottom of the page. While their role in
supplying

were liable to remain barred from reprieve. ‘It
follows’, wrote the Commissioner, ‘that a point is reached
in the career of the known wastrel when he or she is refused all further
help and thereisnoalternative but a vagrancy charge. In the meantime
he or she may resort to ‘nefarious business’. With a
criminal conviction, moreover, an individual was unlikely to gain
further employment. ‘Idleness in